DEVELOPMENT OF TEXT TO SPEECH SYNTHESIS SYSTEM FOR

VISUALLY IMPAIRED STUDENTS

BY

OKORIE, ISAAC
(ND2022/04410/2/CS)

A PROJECT SUBMITTED TO THE DEPARTMENT OF COMPUTER

SCIENCE, ABIA STATE POLYTECHNIC, ABA.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF NATIONAL DIPLOMA IN
COMPUTER SCIENCE
 NOVEMBER, 5TH 2024
CERTIFICATION
This is to certify that this research work on Developement of Text to Speech
Application for Vision Impaired Students” was carried out by ------- with Reg
Number --------- of the Department of Computer Science, --------- and has been
approved as meeting the requirements of award of -------- in Computer Science.

……………………. ……………………..
------------- Date
(Supervisor)

………………………….. …………………..
------------- Date
(Head of Department)

………………………. …………………..
External Supervisor Date
DEDICATION
This research work is dedicated to Almighty God, whom I give glory for His
guidance and protection throughout all the period of this research work.
ACKNOWLEDGEMENTS

This research work could not have been successfully accomplished without the
assistance of some people who contributed towards the success of the work. My
special gratitude goes to my supervisor, Mrs. ------ who made herself readily
available for advice and directives at different stages of his work irrespective of her
numerous commitments.

Also I appreciate Mrs. --------- (Head of Computer Science Department) for her
motherly advice and useful suggestions and to my able lecturers in the department,
Mr. ------ and others for impacting the knowledge in me.

I will not fail to acknowledge and appreciate my beloved parents, Mr and Mrs
------- and siblings for their encouragement, financial support and prayers. Not
forgetting the efforts of my friend, Mr. --------- and others who are also
appreciated.

Finally, the authors whose work reflected in the bibliography are also acknowledge
and appreciated and to all others who I could not mention, you are all recognized.
May God continue to guide and protect you all.
ABSTRACT

A Text-to-speech application is a synthesizer software that converts text into

spoken word, by analyzing and processing the text using Natural Language
Processing (NLP) and then using Digital Signal Processing (DSP) technology to
convert this processed text into synthesized speech representation of the text. The
vision impaired students makes a lot of mistake during typing because they just
assume whatever there are typing is right, this lead to the development of Text-To-
Speech application. Here, we developed a useful text-to-speech synthesizer in the
form of a simple application that converts inputted text into synthesized speech and
reads out to the user which can then be saved as an mp3.file. Observation and
interview were deployed to gather information used in developing this material.
The development of a text to speech synthesizer will be of great help to people
with visual impairment and make making through large volume of text easier.

Visually impaired persons are those who have lost the ability of vision partially or
permanently (blinds). This leads to difficulties in performing the daily activities
such as reading, socializing, walking etc. Text and speech are the main
communication medium for humans. The number of visually impaired persons
increases day by day due to different eye diseases like Cataract, Refractive error,
Glaucoma, childhood blindness, age related macular degeneration, Diabetics etc.
Here we set forth a camera based text reading mechanism that converts the text
present on the paper using an auto focusing camera into speech which the person
can listen to by using a pair of headphones. The proposed concept involves
extracting text from the image captured using Tesseract Optical Character
Recognition (OCR) and converting the text to speech. Here, we divide texts to
Syllables so as to convert it to speech, where the sound of each syllable is
prerecorded.
This paper strives to build an effectual camera based convenient text reading
device which is intuitive.
TABLE OF CONTENTS

Title page - - - - - - - - - i
Certification- - - - - - - - - ii
Dedication - - - - - - - - - iii
Acknowledgement - - - - - - - - iv
Abstract - - - - - - - - - v
Table of content - - - - - - - - vi

CHAPTER ONE: Introduction

1.1 Introduction - - - - - - - - 1
1.2 Background of study - - - - - - 2
1.3 Statement of problem - - - - - - 3
1.4 Objective of study - - - - - - - 3
1.5 Scope of study - - - - - - - 4
1.6 Significant of study - - - - - - 4
1.7 Limitation of study - - - - - - 4
1.8 Definition of terms- - - - - - - 5

CHAPTER TWO: Literature review

2.1 Introduction - - - - - - - - 6
2.2 Different type of data - - - - - - 6
2.2 Classes of data types- - - - - - - 8
2.2.2 Composite Types - - - - - - 10
2.2.2 Other Types - - - - - - - 12
2.3 Data conversion - - - - - - - 13
2.4 Text-to-speech application - - - - - 14
2.5 Different challenges in individual (disability) - - 17
2.6 Technology to overcome different challenges - - 19
2.7 Over goals of empowering persons with disabilities through
Technology - - - - - - - - 21
2.8 Empowerment of the target group - - - - 23
2.9 The benefits of ICT in e-learning and improving capabilities
Of students with disabilities - - - - - 23
2.10 Technology for persons with disabilities - - - 25
2.10.1E-learning and education of students with disabilities - 26
2.10.2Persons with disabilities moving from isolation to integration-
27
2.11 ICT providing computer accessibility for persons with
disabilities - - - - - - - - 30

CHAPTER THREE: System Analysis Design

3.1 Introduction - - - - - - - - 31
3.2 System analysis - - - - - - - 31
3.2.1 Detailed definition of the problem - - - 31
3.2.3 Feasibility study - - - - - - 32
3.3 Method of collecting data - - - - - 32
3.3.1 Interview - - - - - - - - 32
3.3.2 Observation - - - - - - - 33
3.3.3 Review of procedure manual or existing system/procedure- 33
3.3.4 Evaluation of forms - - - - - - 33
3.4 Problem of the existing system - - - - 34
3.5 User preparation - - - - - - - 34
3.6 Data preparation - - - - - - - 35
3.6 Objective of the new design - - - - - 35
3.8 Design of the new system - - - - - 36
3.9 Program structure - - - - - - - 36
3.9.1 Modularity - - - - - - - 36
3.9.2 Top-down program design - - - - 37
3.9.3 System flowchart - - - - - - 37
3.9.4 Program flow chart - - - - - - 37
3.10 File Maintenance module- - - - - - 37
3.11 main menu specifications- - - - - - 38
3.11.1Output specification - - - - - - 38
3.11.2Input specification - - - - - - 38
3.11.3File/database specifications - - - - 38

CHAPTER FOUR: System Implementation and Design

4.1 Introduction - - - - - - - - 40
4.2 Justification of the programming language - - 40
4.3 System control - - - - - - - 41
4.4 System requirements - - - - - - 41
4.4.1 Hardware requirements - - - - - 42
4.4.2 Software requirements - - - - - 42
4.4.3 People - - - - - - - - 43
4.5 Implementation details - - - - - - 43
4.5.1 Coding - - - - - - - - 43
4.5.2 System testing - - - - - - - 43
4.5.3 Training and re-training of staff - - - 44
4.5.4 File Conversion - - - - - - - 45
4.5.5 Changeover procedure - - - - - 45
4.5.6 User manuals - - - - - - - 46
4.5.7 Maintenance details - - - - - - 47

CHAPTER Five: Summary, Conclusion and Recommendation

5.1 Summary - - - - - - - - 48
5.2 Conclusion - - - - - - - - 48
5.3 Recommendation - - - - - - - 49
Reference - - - - - - - - 50
CHAPTER ONE
1.1 INTRODUCTION
As our society farther expands, there have been many supports for second class
citizens, disabled. One of many supports that is urgent is the guarantee of mobility
for blind people. There has been many efforts but even now, it is not easy for blind
people to independently move. As electronic technologies have improved, a
research about Electrical Aided: EA for blind people has started. With a current
product, Human Tech of Japan developed Navigation for blind people, using GPS
and cell phone. This system is consisted of cell phone of the user (blind people), a
subminiature of GPS receiver, a magnetic direction sensor, a control unit and
speech synthesis equipment with PC of base station.

Text-To-Speech has been available for decades (since 1939). Unfortunately,

quality of the output-especially in terms of naturalness-has historically been sub-
optimal. Terms such as "robotic" have been used to describe synthetic speech.
Recently, the overall quality of Text-To-Speech from some vendors has
dramatically improved. Quality is now evident not only in the remarkable
naturalness of inflection and intonation, but also in the ability to process text such
as numbers, abbreviations and addresses in the appropriate context.

Text-to-speech (TTS) is a type of speech synthesis application that is used to create

a spoken sound version of the text in a computer document, such as a help file or a
Web page. TTS can enable the reading of computer display information for the
visually challenged person, or may simply be used to augment the reading of a text
message. Current TTS applications include voice-enabled e-mail and spoken
prompts in voice response systems.

One of the greatest difficulties faced by a sightless person is the disability to read.
Text is present everywhere ranging from bulletin to billboards to digital sections
etc. Blind people face a lot of difficulties. There have been developments on
mobile phones and computers that assist a blind person by combining computer
vision tools with other existing expedient products such as Optical Character
Recognition (OCR) system. The proffered system assists blind people by capturing
the text and then by reading it to them. Extracting the text present is enacted with
OCR. It is a tactic for transformation of images of writings on a label, printed
books etc. OCR replaces binary images with texts and also detects white spaces. It
also parses the integrity of the recognized text. Optical Character Recognition is
the mechanical or electronic transformation of images of typed, handwritten or
printed text into machine-encoded text, or from subtitle text superimposed on an
image

1.2 BACKGROUND OF THE STUDY

Long before electronic signal processing was invented, there were those who tried
to build machines to create human speech. Some early legends of the existence of
"Brazen Heads" involved Pope Silvester II (d. 1003 AD), Albertus Magnus (1198–
1280), and Roger Bacon (1214–1294). In 1779, the Danish scientist Christian
Kratzenstein, working at the Russian Academy of Sciences, built models of the
human vocal tract that could produce the five long vowel sounds (in International
Phonetic Alphabet notation, they are [aː], [eː], [iː], [oː] and [uː]). This was
followed by the bellows-operated "acoustic-mechanical speech machine" by
Wolfgang von Kempelen of Pressburg, Hungary, described in a 1791 paper. This
machine added models of the tongue and lips, enabling it to produce consonants as
well as vowels. According to Charles (1857), Wheatstone produced a "speaking
machine" based on von Kempelen's design, and in 1857, M. Faber built the
"Euphonia". Wheatstone's design was resurrected in 1923 by Paget.

In the 1930s, Bell Labs developed the vocoder, which automatically analyzed
speech into its fundamental tone and resonances. From his work on the vocoder,
Homer Dudley developed a keyboard-operated voice synthesizer called The Voder
(Voice Demonstrator), which he exhibited at the 1939 New York World's Fair. The
Pattern playback was built by Dr. Franklin S. Cooper and his colleagues at Haskins
Laboratories in the late 1940s and completed in 1950. There were several different
versions of this hardware device but only one currently survives. The machine
converts pictures of the acoustic patterns of speech in the form of a spectrogram
back into sound. Using this device, Allen J (2007) were able to discover acoustic
cues for the perception of phonetic segments (consonants and vowels).

The society is more and more progressively focused on data handling, processing,
storage and dissemination, using electronics based technologies, today’s computers
is able stimulate several human capabilities like reading,

grasping, calculating, speaking, memory recall, comparison numbers,

drawing, passing judgments, and even interactive learning. Researchers are

working to expand these capabilities and, therefore the power of computers by
developing

hardware and software that can initiate intelligent human behavior (Raiyetunbi and
Ayeh, 2020). There are researchers working on the systems that have the ability to
reason, to learn or accumulate knowledge to strive for self-improvement, and to
stimulate human sensory and mechanical capabilities. This general area of research
is known as Artificial Intelligence.
Artificial intelligence (AI) is a wide-ranging branch of computer science concerned
with building smart machines capable of performing tasks that typically require
human intelligence. Artificial intelligence (AI) is a major influence in our society
today and greatly on the state of education today, and the implications are huge.
AI has the potential to transform education and learning in particular by
empowering learners with different abilities. It is a technology that enable the

physically challenged person and semi-illiterates assess and read through electronic
documents, thus bridging the digital divide with the aid of an interactive intelligent
system.

An interactive intelligent system is an intelligent system that people interact

with. An intelligent system embodies one or more capabilities that have

traditionally been associated more strongly with humans than with computers, such
as the abilities to perceive, interpret, learn, use language, reason, plan, and decide.
Systems that exhibit these capabilities mostly use techniques that originated within
the field of artificial intelligence. One of such intelligent system is text-to-speech
synthesizer. Speech synthesis is the artificial production of human speech. A
computer system used for this purpose is called a speech computer or speech
synthesizer, and can be implemented in software or hardware products. A text-to-
speech (TTS) system (Artificial Interpreter, AI) converts normal language text into
speech; other systems render symbolic linguistic representations like phonetic
transcriptions into speech, (Allen, 1987 in Raiyetunbi and Ayeh, 2020).

1.3 STATEMENT OF THE PROBLEM

The challenge that is picked up that lead to this piece of project work is that the
blind find it not easy to know exactly word there are typing even though they know
the key board very well, still they just assume that there are correct. At the end of
the day they will find themselves making a lot of mistake in their typing works.
This lead to the development of this project, Text to Speech Application.

1.4 OBJECTIVE OF THE STUDY

The main objective of this project is to create an application that will convent text
to speech in order for the visually impaired student to know exactly what they are
typing and presenting in the computer system. The visually impaired student will
be well assured of what they are typing and know are to correct their mistake if any
typographical error is their work.

1.5 SCOPE OF THE STUDY

The scope of this research work converts text into spoken word, by analyzing and
processing the text using Natural Language Processing (NLP) and then using
Digital Signal Processing (DSP) technology to convert this processed text into
synthesized speech representation of the text.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this project work is serve as a helping tools for the vision
impaired students, therefore, this goes a long way by creating a text to speech
synthesis application. The blind student will use the software to voice out what
they have type.

1.7 LIMITATION OF THE STUDY

The limitations encounter in this research work includes:

1. Limited time to carryout research on the subject. Not enough time to gather
information for this research work.
2. The epileptic nature of power supply in the country. After we have gather
the little material – information for this work, they are shortage of power
supply to organize our work.
3. Another limitation if Finance: doing a research work definitely needs
money. Finance is one of the greatest challenges we have during this project.

1.8 DEFINITION OF TERMS

Electrical Aided: An electronic device that help particular disable been to achieve
a setting goal

GPS- Global Position System: Is a radio navigation system.

Phonetic: Relating to the sounds of spoken language

Receiver: Person or thing who receives something.

Robot: A machine built to carry out some complex task or group of tasks
especially one which can be programmed.

Text: A writing consisting of multiple glyphs, characters, symbols or sentences.

Speech: the ability to speak or to use vocalization to communicate.

System: A collection of organized things

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

Text-to-speech (TTS) convention transforms linguistic information stored as data

or text into speech. It is widely used in audio reading devices for blind people now
days. In the last few years however, the use of text-to-speech conversion
technology has grown far beyond the disabled community to become a major
adjunct to the rapidly growing use of digital voice storage for voice mail and voice
response systems. Also developments in Speech synthesis technology for various
languages have already taken place. Many speech synthesizers using complex
neural networks have also been designed. In the bigger picture, the module can
open up a window of opportunities for the less privileged paving the way for a
plethora of employment opportunities for them in the job sector. It can also play a
defining role in establishing communication of the blind if it is incorporated into
mobile phones so that text messages could be converted into speech .(Titov, 2008)

2.2 DIFFERENT TYPE OF DATA

In computer science and computer programming, a data type or simply type is a

classification identifying one of various types of data, such as real, integer or
Boolean, that determines the possible values for that type; the operations that can
be done on values of that type; the meaning of the data; and the way values of that
type can be stored. Data types are used within type systems, which offer various
ways of defining, implementing and using them. Different type systems ensure
varying degrees of type safety.
Almost all programming languages explicitly include the notion of data type,
though different languages may use different terminology. Common data types
may include:

 integers,

 booleans,

 characters,

 floating-point numbers,

 alphanumeric strings.

For example, in the Java programming language, the "int" type represents the set of
32-bit integers ranging in value from -2,147,483,648 to 2,147,483,647, as well as
the operations that can be performed on integers, such as addition, subtraction, and
multiplication. Colors, on the other hand, are represented by three bytes denoting
the amounts each of red, green, and blue, and one string representing that color's
name; allowable operations include addition and subtraction, but not
multiplication.

Most programming languages also allow the programmer to define additional data
types, usually by combining multiple elements of other types and defining the valid
operations of the new data type. For example, a programmer might create a new
data type named "complex number" that would include real and imaginary parts. A
data type also represents a constraint placed upon the interpretation of data in a
type system, describing representation, interpretation and structure of values or
objects stored in computer memory. The type system uses data type information to
check correctness of computer programs that access or manipulate the data.
(Casacuberta, 2006)

2.2 CLASSES OF DATA TYPES

Primitive data types

Machine data types: All data in computers based on digital electronics is

represented as bits (alternatives 0 and 1) on the lowest level. The smallest
addressable unit of data is usually a group of bits called a byte (usually an octet,
which is 8 bits). The unit processed by machine code instructions is called a word
(as of 2011, typically 32 or 64 bits). Most instructions interpret the word as a
binary number, such that a 32-bit word can represent unsigned integer values from
0 to 1. Because of two's complement, the machine language and machine doesn't
need to distinguish between these unsigned and signed data types for the most part.

Boolean type: The Boolean type represents the values true and false. Although
only two values are possible, they are rarely implemented as a single binary digit
for efficiency reasons. Many programming languages do not have an explicit
boolean type, instead interpreting (for instance) 0 as false and other values as true.

Numeric types: Such as:

 The integer data types or "whole numbers". May be sub typed according to
their ability to contain negative values (e.g. unsigned in C and C++). May
also have a small number of predefined subtypes (such as short and long in
C/C++); or allow users to freely define sub ranges such as 1.12 (e.g.
Pascal/Ada).

 Floating point data types, sometimes misleadingly called reals, contain

fractional values. They usually have predefined limits on both their
maximum values and their precision. These are often represented as decimal
numbers.

 Fixed point data types are convenient for representing monetary values.
They are often implemented internally as integers, leading to predefined
 limits.

 Big num or arbitrary precision numeric types lack predefined limits. They
are not primitive types, and are used sparingly for efficiency reasons. 2

2.2.2 COMPOSITE TYPES

According to Van Santen, (1997) Composite types are derived from more than one
primitive type. This can be done in a number of ways. The ways they are combined
are called data structures. Composing a primitive type into a compound type
generally results in a new type, e.g. array-of-integer is a different type to integer.

 An array stores a number of elements of the same type in a specific order.

They are accessed using an integer to specify which element is required
(although the elements may be of almost any type). Arrays may be fixed-
length or expandable.

 Record (also called tuple or struct) Records are among the simplest data
structures. A record is a value that contains other values, typically in fixed
number and sequence and typically indexed by names. The elements of
records are usually called fields or members.

 Union. A union type definition will specify which of a number of permitted

primitive types may be stored in its instances, e.g. "float or long integer".
Contrast with a record, which could be defined to contain a float and an
integer; whereas, in a union, there is only one value at a time.

Many others are possible, but they tend to be further variations and compounds of
the above.

Enumerations: The enumerated type. This has values which are different from
each other, and which can be compared and assigned, but which do not necessarily
have any particular concrete representation in the computer's memory; compilers
and interpreters can represent them arbitrarily. For example, the four suits in a deck
of playing cards may be four enumerators named Club, Diamond, Heart, Spade,
belonging to an enumerated type named suit. If a variable V is declared having suit
as its data type, one can assign any of those four values to it. Some
implementations allow programmers to assign integer values to the enumeration
values, or even treat them as type-equivalent to integers.

String and text types: Such as:

 Alphanumeric character. A letter of the alphabet, digit, blank space,

punctuation mark, etc.

 Alphanumeric strings, a sequence of characters. They are typically used to

represent words and text.

Character and string types can store sequences of characters from a character set
such as ASCII. Since most character sets include the digits, it is possible to have a
numeric string, such as "1234". However, many languages would still treat these as
belonging to a different type to the numeric value 1234.

Character and string types can have different subtypes according to the required
character "width". The original 7-bit wide ASCII was found to be limited and
superseded by 8 and 16-bit sets, which can encode a wide variety of non-Latin
alphabets (Hebrew, Chinese) and other symbols. Strings may be either stretch-to-
fit or of fixed size, even in the same programming language. They may also be
sub-typed by their maximum size.

Note: strings are not primitive in all languages, for instance C: they may be
composed from arrays of characters.
2.2.3 OTHER TYPES

Types can be based on, or derived from, the basic types explained above. In some
languages, such as C, functions have a type derived from the type of their return
value.

Pointers and references

The main non-composite, derived type is the pointer, a data type whose value
refers directly to (or "points to") another value stored elsewhere in the computer
memory using its address. It is a primitive kind of reference. (In everyday terms, a
page number in a book could be considered a piece of data that refers to another
one). Pointers are often stored in a format similar to an integer; however,
attempting to dereference or "look up" a pointer whose value was never a valid
memory address would cause a program to crash. To ameliorate this potential
problem, pointers are considered a separate type to the type of data they point to,
even if the underlying representation is the same. (Mattingly, 1974)

2.3 DATA CONVERSION

According to Richard (1997) Data conversion is the conversion of computer data

from one format to another. Throughout a computer environment, data is encoded
in a variety of ways. For example, computer hardware is built on the basis of
certain standards, which requires that data contains, for example, parity bit checks.
Similarly, the operating system is predicated on certain standards for data and file
handling. Furthermore, each computer program handles data in a different manner.
Whenever any one of these variable is changed, data must be converted in some
way before it can be used by a different computer, operating system or program.
Even different versions of these elements usually involve different data structures.
For example, the changing of bits from one format to another, usually for the
purpose of application interoperability or of capability of using new features, is
merely a data conversion. Data conversions may as simple as the conversion of a
text file from one character encoding system to another; or more complex, such as
the conversion of office file formats, or the conversion of image and audio file
formats.

There are many ways in which data is converted within the computer environment.
This may be seamless, as in the case of upgrading to a newer version of a computer
program. Alternatively, the conversion may require processing by the use of a
special conversion program, or it may involve a complex process of going through
intermediary stages, or involving complex "exporting" and "importing" procedures,
which may converting to and from a tab-delimited or comma-separated text file. In
some cases, a program may recognize several data file formats at the data input
stage and then is also capable of storing the output data in a number of different
formats. Such a program may be used to convert a file format. If the source format
or target format is not recognized, then at times third program may be available
which permits the conversion to an intermediate format, which can then be
reformatted using the first program. There are many possible scenarios.

2.4 TEXT-TO-SPEECH APPLICATION

Text-To-Speech Apps Aid Students With Dyslexia

Voxdox, a text-to-speech app, aims to help children and adults with learning
disabilities such as dyslexia or alexia.
Speech synthesis, commonly known as text-to-speech (TTS), is the artificial
production of human speech. Nowadays you can find a number of apps and
programs that use a speech synthesizer to provide a text-to-speech service. Perhaps
the most famous beneficiary of speech synthesis is the physicist and author
Stephen Hawking, who communicates through a speech-generating device.

A number of apps can turn text into speech, but a few have been specifically
designed to assist children and adults with learning disabilities such as dyslexia or
alexia.

Voxdox is currently running about a dozen pilot programs with a variety of

educational institutions, including high schools and universities. Among them are
the University of Hawaii, Green Mountain College, and a Jesuit high school.

According to Baror (200), the feedback has generally been very positive. While
refusing to reveal exact numbers, he says that children who have used the app have
shown a significant improvement in test scores. In addition to its emphasis on
universities and high schools, what makes Voxdox unique compared to text-to-
speech competitors such as Voice Dream Reader and Notability?

"Compared to other similar apps in the market, Voxdox comes with a text-to-
speech and an electronic reader," Baror explained. "Instead of forcing the user to
use two apps simultaneously -- one for speech and one for reading -- Voxdox
includes both elements, enabling users to get all the service from one app."

While Baror and Voxdox continue to perfect their product, schools and other
educational institutions have begun to further explore the potential of text-to-
speech technology. News media outlets are also looking into educational tools and
gadgets that offer assistive functions.

According to a recent NBC report, text-to-speech apps help students who struggle
with learning difficulties keep up with their peers. "These gadgets can give
students a sense of self-efficacy, being in charge of their own learning," James H.
Wendorf, executive director of the National Center for Learning Disabilities, told
NBC.

Instead of being viewed as a crutch, perhaps text-to-speech devices and apps

should be seen as yet another example of how technological innovations can
improve users' quality of life and help many students to reach their full potential.

2.5 DIFFERENT CHALLENGES IN INDIVIDUAL (DISABILITY)

People living with some form of impairments or disabilities in Nigeria today go

through many challenges, both in public and private places. Disability is believed
to be the consequence of an impairment that may be physical, cognitive, mental,
sensory, emotional, developmental, or some combination of these. Disabilities are
an umbrella term, covering impairments, activity limitations, and participation
restrictions. An individual may also qualify as disabled if he/she has had
impairment in the past or is seen as disabled based on a personal or group standard
or norm. Such impairments may include physical, sensory, and cognitive or
developmental disabilities. Mental disorders (also known as psychiatric or
psychosocial disability) and various types of chronic disease may also qualify as
disabilities.
The National President, Joint National Association of Persons with Disabilities
(JONAPWD) and national confab delegate, Ekaete Judith Umoh believes that the
cause of disability is as a result of the negative interaction with the people with
physical impairment. “Disability are those things that prevent people with
impairment from functioning properly in the society. Yes, it might be true that a
person is blind. Yes, it might be true that a person might be using a wheel chair,
but it is not true that such as totally useless in the society. It is because the society
has failure to realise the diverse nature of the society and therefore failed to make
provision to accommodate my needs. That is why the is a disability”, she said.
Available world report has it that about 15% of the population of any country is
living with disabilities. What this means is that 15% of Nigerian population is
presently living with disabilities. It is also believed that in developing countries
where you have incessant wars, diseases, the figure could be much higher.
Experts believe that the causes of impairment could be anything. It could be
disease. It could be sickness like polio and others. Every human being is vulnerable
to disease and attack. But when you are subjected to any disease or attack and you
lose any member of your body or any member of your body does not allow you to
use it to the fullest potential, impairment has set in. Recently there have been
outcries by many Nigerians on the negative attitude towards people living with one
form of disability or the other.

According Wilson (2002), “People who have impairment in Nigeria go through a

lot of obstacles and barriers. They have environmental barrier, architectural barrier,
institutional barrier and attitudinal barriers. We know that many pretty girls with
disability may not easily get spouse” Wilson who is a delegate to the on-going
national conference frowned that government policies and programmes have failed
to take into consideration people with disability in the society.
Publisher, Qualitative Magazine, a disability advocacy magazine, Agbo Christian
Obiora, told Leadership Weekend that the major problems being faced by people
with disabilities in the country come from the populace, and not even the disabled
themselves. “People living with disabilities are not actually the problem, because
they contribute only 20% to the problem of stigmatization in the society. The other
80% is contributed by the society at large”. He continued: “The society often finds
it difficult to accept people with disabilities into the society properly. When people
see you with clutches or wheelchairs or walking sticks, they are often blindfolded
from seeing other potentials in you. . At times the society sees you as if you are the
cause of the problem or that you brought the disability upon yourself. (Raymond,
2005)

2.6 TECHNOLOGY TO OVERCOME DIFFERENT CHALLENGES

One of the disabled students at an information technology (IT) course answered,

when asked why he was doing the course, “I want to show the world that, though it
may be true that I am disabled, I am not disqualified.” “Disabled but not
disqualified” – this is the motto under which governments, organizations, non-
governmental organizations (NGOs) and private sectors are working together to
enable persons with disabilities (PwDs) to become integrated into mainstream
society so that they may realize their full potential.
With the advent of information and communications technology (ICT), new hopes
are emerging for PwDs. Despite the huge challenges, sincere efforts are being
undertaken to implement the use of ICT to counter obstacles related to disability.
The information society represents at once significant opportunities but also
potential new barriers for the social inclusion of disabled people. Information and
communications technology and assistive technology offer new opportunities for
everyone, but these opportunities are specifically more significant for PwDs, who
use assistive technology for their daily activities to a higher extent than people in
general. Today’s assistive technology, which is adapted to everyone’s abilities,
means that disabled end users are able to participate in all aspects of social life on
more equal terms than ever before. It is vital that people are able to benefit on an
equal basis from the rapid development of ICT, to enable them to partake in an
inclusive and barrier free information society.
STATISTICS AND FACTSHEET OF DISABLE
  On average, around 10 percent of the world population is disabled and this
number is likely to increase in the near future due to various factors,
according to the World Health Organization (WHO).
 Eighty percent of persons with disabilities live in developing countries,
according to the UN Development Program (UNDP).
 Disability rates are significantly higher among groups with lower
educational attainment in the countries of the Organization for Economic
Cooperation and Development (OECD), according to the OECD Secretariat.
On average, 19 percent of less educated people have disabilities, compared
to 11 percent among the better educated.
 The World Bank estimates that 20 percent of the world's poorest people have
some form of disability, and tend to be regarded in their own communities as
the most disadvantaged.
 Ninety percent of children with disabilities in developing countries do not
attend school, according to the United Nations Educational, Scientific and
Cultural Organization (UNESCO).
 The global literacy rate for adults with disabilities is as low as 3 percent, and
1 percent for women with disabilities, according to a 1998 UNDP study.
Despite these challenges, ICT and AT have the potential to make significant
improvements to the lives of students, promoting equality and fostering the
development of students with disabilities. Including these students in the use
of ICT and AT improves their social skills, learning and ultimately their
employment opportunities, by providing the best education possible,
building their capacities and developing important life skills.

2.7 OVERALL GOAL(S) OF EMPOWERING PERSONS WITH

DISABILITIES THROUGH TECHNOLOGY
According to Kurzweil, (2005) Information and communications technology (ICT)
has been identified as an important aspect of the wider strategy for the social
inclusion of students with disabilities. The following are some of the common
approaches utilized:
Distance e-Learning
The distance learning home is accessible to students with disabilities. Distance
courses allow students with disabilities to continue living at home while they are
studying, to share documents, lessons, exchange ideas and make presentations.
Using a computer is a common component of the training and studying process.

Reading digital and audio libraries

Students with intellectual, hearing or reading disabilities, impaired sight, dyslexia
and other disabilities are now able to follow educational courses via digital and
audio libraries, accessing their material, content and resources via the Internet.
Students can connect from home and read or hear the relevant books, without
having to go to the local university or library.
Internet, broadband for persons with disabilities
People with disabilities are today using the Internet, which builds their capacity to
communicate with each other at a distance. Using the Internet helps them to gather
and understand public information and news, to participate in leisure interests with
others, to chat, shop, manage their finances, and write to authorities and friends. A
computer with a broadband connection provides opportunities for improved
participation in everyday life and independent living.

2.8 EMPOWERMENT OF THE TARGET GROUP

The approach used by ICT and AT for developing students with disabilities is to
adopt feasible techniques to attain maximum benefit from the use of ICT for
students. To do so, it makes use of all forms of provision within special education
settings as a result of national or regional policy in Arab regions. Some of the
approaches used are:
i. Direct training in disability cases, through specialists, developers, special-
education teachers and volunteers.
ii. Indirect training through communication with households and disabled
parents.
iii. Exchange of expertise with the other interested agencies, universities,
researchers and specialists.
iv. Implementation of special e-learning networks for disabled teachers and
students to exchange lessons, courses and information among themselves.

2.9 THE BENEFITS OF ICT IN E-LEARNING AND IMPROVING

CAPABILITIES OF STUDENTS WITH DISABILITIES
Basically, we all believe in an “information society for all,” and this target can be
achieved through a series of steps; for example, building and supporting
knowledge centers/telecenters in remote and disadvantaged communities all over
the world, specifically in poor and developing countries, which should be
structured in such a way as to look after the needs of the disabled.
a. ICT is useful in improving a person’s quality of life by enhancing
effectiveness of teaching, developing life skills; complementing learning in
special needs education, and exploring other related issues.
b. ICT enables disabled students to gain access to the curriculum and supported
learning, and provides a platform for disabled trainers to promote their skills.
c. ICT can be compared to a magic stick wand will help disabled students to
get ahead through capacity building and empowerment, subsequently
 combating poverty among the disabled within their communities, if utilized
in a coordinated, planned and appropriate manner.
d. ICT is heralded as enabling PwDs to participate fully and to enhance the
social and economic life of their communities. Combined with proper
methodologies, it can offer individuals the capacity to compensate for
physical or functional limitations. ICT is a significant force in terms of
choice and opportunity for disabled students, and a significant means of
bridging this gap.
e. ICT offers the old and young alike an opportunity to overcome social
barriers to interaction and communication that can be caused by the lack of
provision for impairments or lifelong limiting illness.
f. ICT has also been identified as playing a significant role in offering severely
disabled
g. People an increased degree of independence in their everyday lives.
h. ICT provides disabled persons with an improved quality of life and offers
the possibility of accessing knowledge by adapting digital media to the
nature of their disabilities.

2.10 TECHNOLOGY FOR PERSONS WITH DISABILITIES

There is now a general consensus that for students with disabilities to share in the
benefits of new technology, the use of technology for students in the field of
education has tremendous potential in alleviating particular problems associated
with specific disabilities as well as making employment opportunities available for
persons with an intellectual or physical disability, or visual or hearing impairment.
This is achieved through specialized computer programs and models that enhance
the capacity of the disabled, by sharing the teaching and learning skills, successes
and challenges of fellow educators working with students with disabilities.
In 2009, we launched a new project, RPoA, to build the information society
through information and communications technology for the development of
persons with disabilities (ICT4DPwDs). This regional project was a follow up to
the outcome of the World Summit on the Information Society, UN-ESCWA, and
involved Syria, Lebanon, Egypt, Sudan and Yemen. “But so far, the project has not
been effectively activated, despite communication with a lot of organizations in the
Arab region.” For more details about the project, visit:

2.10.1 E-LEARNING AND EDUCATION OF STUDENTS WITH

DISABILITIES
E-learning, or “electronic learning” is fast becoming the leading mode of distance
delivery in adult education, with an increasing diversity among learners; as more
learners become engaged in e-learning, instructors and course developers are
finding that the pool of learners is becoming increasingly diverse. Among the
learners who access adult education through e-learning, a proportion will be those
who have learning challenges. E-learning and education meet the accelerating
needs of our communities in Arab countries. The number of cases of students with
disabilities in our societies, especially in remote and disadvantaged communities,
has increased. For this reason, we need to work with groups of developers,
researchers, teachers and volunteers to combat this situation, as well to establish
work plans and to look at the measures and efforts made so far to realize this goal.
Working closely with special-education teachers, volunteers and donors, we
develop the most effective e-learning strategies and find ways in which instructors
and course developers can prepare their e-learning courses with a view to
maximizing learning for all students, including those with disabilities. The aim is
to establish a universal design for learning, “best practice” teaching strategies and
accessibility guidelines that will reduce barriers in an e-learning environment. For
example, in the Studies Center for Handicapped Research (SCHR), we have
applied a few principles of universal design to learning, as follows:
 Like Work to increase education participation earnings and the quality of
education for groups that experience persistent barriers to education,
including students with disabilities.
 Improve overall education outcomes for students by extending sustainable
education objectives.
 Encourage the development of a range of options recognizing the diverse
needs of disabled people.
 Ensure that students with disabilities have the same education and inclusion
conditions.
 Ensure that ICT methods offered to the general public available in formats
appropriate to the different needs of disabled students.

2.10.2 PERSONS WITH DISABILITIES MOVING FROM ISOLATION TO

INTEGRATION
Our goals are to:
i. Design a learning profile of each student (disabled): By being aware of the
learning styles, work level, reasoning ability, classroom participation,
comprehension and progress of a student with disability.
ii. Develop effective teaching techniques: Develop or modify curricula and
testing to ensure that disabled students obtain the information and skills they
need and that they are evaluated accordingly.
iii. Provide individualized instruction: To be effective, special-education
teachers should modify their instruction to meet the various learning styles
and abilities of students with disabilities.
 iv. Provide a structure for learning: Many students with disabilities have
difficulty organizing information and developing work habits.
v. Build self-esteem of students with disabilities: Deliver information in a
gradually more progressive manner, allowing them time to master a topic at
one level before moving on to more difficult material.
vi. Meet with parents to discuss their child's problems at school.
vii. Collaborate with parents and guardians regarding their child.
viii. Use technology that can help to include the disabled in the curriculum
framework and ensure they have seamless access to computer literacy – this
is a priority requirement.
There are many other ways in which ICT could be used to enhance the skill sets of
PwDs, raise their education, hopes and opportunities. In this respect, we have
developed programs to benefit PwDs:
 Development of program services for students with mild/moderate
disabilities and flexible control mechanisms would facilitate easy learning
for them.
 Adaptation of standard software to the needs of children with intellectual
impairment. Compatibility of application and cooperation, in order to obtain
a standardized storage format for text, pictures and sounds in different
teaching materials and software according to the differing needs of children
with disabilities.
 Certain special browsers can be programmed and equipped with speech
recognition devices, thus offering wider access to the Internet for the
disabled. These devices would facilitate access of information for persons
with disability, enabling them to access the Internet in the same manner as
their peers.
  Improvement of networking facilities to allow more efficient cooperation
between universities, institutions and telecenters for all types of disabled
students through online networks (discussion groups, mailing lists, chat,
etc.).
 Improved disability prevention will require a change in organizational
priorities, restructuring of the symptom‐driven healthcare system, and
training for providers and clients to cooperate in collaborative care.
 Extensive research is needed to activate the role of ICT in the community.

2.11 ICT PROVIDING COMPUTER ACCESSIBILITY FOR PERSONS

WITH DISABILITIES
According to Mermelstein, (1981) For intensive exchanges of knowledge and
experience on promoting awareness, planning and developing accessible ICT
solutions in the context of sustainable and equitable development for present and
future generations. To address the digital divide faced by persons with disabilities
in the world and to promote the digital opportunities of PwDs, the decisions and
declarations adopted a set of recommendations including the definitions of PwDs,
(ICT) “and “Accessibility.”
“Accessibility” can readily be achieved or used by: Students with physical
disabilities, blind and visual impairments, intellectual and hearing disabilities.
Also, learning disabilities, autistic spectrum disorders, Down syndrome and
dyslexia. The role of ICT is to promote and enhance teaching, learning and
exploration. The following pages cover the ways ICT enhances learning, and
explore how ICT enriches the learning opportunities and potential of students with
disabilities. ICT is largely a software concern: when software, hardware, or a
combination of the two is used to enable the use of a computer by a person with a
disability.
CHAPTER THREE
SYSTEM DESIGN AND ANALYSIS
3.1 INTRODUCTION
System Analysis and Design involves ascertaining the objectives and problems of
the existing system, and proper analysis carried out on facts gathered. Furthermore,
the design of this study is to explain the method applied for the successfulness of
the work. The need to have this work determined is to provide direction for the
researches in order to enable the researcher achieve the objective of this project
work. In contrast, this Chapter is based on the work carried out by the Researcher
on how the manual method of filing cases.

3.2 SYSTEM ANALYSIS

System analysis can be simplified here as a detailed inquiry carried out by the
system analysis to identify a better course of action and make a better decision on
the proposed system.

3.2.1 DETAILED DEFINITION OF THE PROBLEM

The reason why this method was embarked upon was due to the problems that
where associated with the conventional method of normal text typing used by the
blind people. The problems include the following:
a. Not too sure of what they are typing
b. Lots of mistake in their typing work
c. Poor quality of typing job
3.2.3 FEASIBULITY STUDY

In the development cycle of this proposed system, feasibility study can be seen to
do with the process of determining whether or not the system can reasonably be
expected to be an effective solution to the limitations of the manual ways of filing
cases. If this stage of the software development Life-Cycle is successfully passed,
it gives birth to the Investigation Analysis, Design, Programming, Implementation,
and Maintenance.

3.3 METHODS OF DATA COLLECTION

This is the method of gathering facts about a situation, these include; interview and
observation. Each of these methods has a particular advantage, and also
disadvantage, hence an Analyst may use two or more to complement each other,
and help ensure a thorough Investigation.

3.3.1 INTERVIEWING

This is the most useful data collection technique, and it is more effective.
Interviewing is not readily required in most cases. During interviews, a fact about
what is happening comes to light together with the opinions of the interviewee,
regarding weakness in the system. The personal contacts are important in getting
the co-operation of the people involved, and in giving them the feelings of having
made a substantial contribution towards the design of the new procedure.

3.3.2 OBSERVATION
This is the least commonly used technique; this is because it is time consuming. It
involves close study of the existing system in a bid to find out ways of improving
it, thus it was deployed and the reactions of the various users of the medium noted.

3.3.3 REVIEW OF PROCEDURE MANUAL OR EXISTING SYSTEM

/PROCEDURE

In this case the Analyst examines details and descriptions. This form is the best
employed in conjunction with other techniques, and carried out after the observer
had an understanding on the procedures involved. It is only then that he or she will
be able to spot irregularities, and generally apply the best techniques.
After finish typing a document, the visually impaired student will just assumed that
2whatever they type in the document is right. So they went ahead to print the
document not minding any mistake the work would have carry, except somebody
will have to do the correction for them.

3.3.4 EVALUATION OF FORMS

In this data collection phase, the Evaluator compile information needed to answer
the evaluation study questions that have been identified in the earlier design phase.

In the design effort, evaluation require the evaluation questions, noting what data
would need to be collected from whom in order to answer the questions. Also,
Evaluators decide which approach or techniques which would be best for providing
data for the design of the new system.
3.4 PROBLEM OF THE EXISTING SYSTEM

Problem the visually impaired students are going through with the normal typing
programs includes:

1. Slow operation in preparing a documents,

2. Much stress on the visually impaired students,
3. Inaccuracy typing processing files,
4. Poor documentation,
5. Data redundancy.

3.5 USER PREPARATION

The researcher prepared the system to suit the implementation and usage of
different organizations and institutions. At this stage, the intended user of the
system should be given basic training on how the new system is to be used.

3.6 DATA PREPARATION

The researcher prepared data through analyzing survey data. It is the time the
researcher revealed important facts about text to speech system, uncover trends
that might not otherwise have known to provide irrefutable fact to support the plan.
By doing in-dept data comparisons, the researcher was able to identify
relationships between various data.

3.7 OBJECTIVE OF THE NEW DESIGN

The goal and objective of this new system is:

 1. It is more reliable than old system
2. It saves time the visually impaired students.
3. Any blind person can use the software since the person is computer literate.
4. It makes them know when they make a mistake.
5. In comparison to the present system the proposed system will be less time
consuming and is more efficient.
6. It is easy to use the automated system.

3.8 DESIGN OF THE NEW SYSTEM

Text to Speech

Splash Screen

Main Menu

Open Plat/Convert Exit

Splash Screen: This page that will display when you load the application.

Main Menu: Is the main page that carries all link to different module and the main
function of the system.

Open: Is a module that opens a new text editor for new entry in the application

Plat/Convert: This where the main function of the application is. It convert text to
speech.
 START

Exit: This is to terminate the application

DISPLAY TITLE
OF PROJECT
3.9 PROGRAM STRUCTURE

3.9.1 Modularity

The program of this research

LOAD work was designed in modules, which could be
CONTINUE
compiled into a single site or application. Each module is written separately and
linked up together and compiled into one single unit called “Plant Information
Collection and Storage System”.
No Yes DISPL
IS LOAD AY
3.9.2 Top-Down program design
CONTINUE? MAIN
MEN
The program starts from loading it , then it proceed to
U the main menu where option
are displayed for selection then when any option of user’s choice is chosen and
worked on, the final stage is to exit.
STOP
3.9.3 SYSTEM FLOWCHART
3.9.4 PROGRAM FLOWCHART

file (disk)
Keyin
g of
data
(Keyb
oard)
Pr
o
c
e
s
Display
inputs si
3.10 FILE
fromMAINTAINANCE MODULE
n Sending output to
keyboard g speakers
(VDU) of
d
at
a
The life span of an application can be significantly extended through proper
maintenance. The file maintenance module provides a powerful tool for editing
and analyzing data and records. It allows to directly viewing the fields in an
advantage data file. Below are the file maintenance activities:
1. Viewing or editing of advantage files
2. Making modifications at the files and field level without affecting
related data files,
3. Frequent update of the file in the site
4. Allowing deletion of individual records.

3.11 MAIN MENU SPECIFICATIONS

3.11.1 Output Specifications

Here, the input is determined by the output. The output is very precise and
comprehensive. The out is a speaker that will voice out the converted text.
Anything the user type, the speaker will voice it out with a command.

3.11.2 Input Specifications

The input specification of this project work is:

1. Keyboard
2. Mouse
The keyboard is use by the screening officer to input the time and day for
screening, the mouse is use to click instruction by the students and the officer.

3.11.3 File/Database Specifications

The file design was for the purpose of good storage of received proper
management assessment and reliable retrieval of data the file was created in a
random mode with the structure below.

File Structure
FIELD NAME TYPE WIDTH
1 Play CHARACTER 100
2 Pause CHARACTER 100
3 Volume CHARACTER 100
4 Text CHARACTER 1000
CHAPTER FOUR

SYSTEM IMPLEMENTATION

4.1 INTRODUCTION

In this chapter, the development and implementation of the new system were
discussed, included in this chapter were the change over method adopted, the
choice of programming languages used in designing of the program and minimum
system requirements for the hardware and software for proper functionality of the
program.

4.2 JUSTIFICATION OF THE PROGRAMMING LANGUAGE

Program is a set of instruction written by a programmer in a particular

programming language, which enables particular processes to be performed by a
computer. Programming language is the language used to write computer program.
Some of the programming languages are machine language (low level language),
and high level languages. Machine language include; assembling language. High
level languages include: Basic, FORTRAN, Visual Basic, COBOL, VB.Net, CH
etc. The choice of programming language in this project work is visual basic.net.
This language is chosen because of its object oriented nature. Visual Basic.net has
functions for dealing with database problems. With Visual Basic.net, records can
be sent to database, records can be searched out of database, and reports for
records can be created.

Visual Basic.net is an “ideal programming language for developing sophisticated

professional applications for Microsoft Windows. It makes use of graphical user
interface for creating robust and powerful applications. The Graphical User
Interface (GUI) as the name suggests, uses illustrations for text, which enables
users to interact with an application. This feature makes it easier to comprehend
things in a quicker and easier way.

4.3 SYSTEM CONTROL

The entire coding of the program was done in visual basis.net and environment
using the visual studio. These codes are written with the front - end tool but, with
other tools provided from the Microsoft foundation classes and libraries such as
Conversion String, they were able to access the back – end tool. The entire code of
the program is contained in the appendix.

4.4 SYSTEMS REQUIREMENTS

This application may not run effectively if the minimum system specification is not
met therefore, there is need to install a proper system hardware and software
required for the application to meet up the objective as stated.

4.4.1 Hardware Requirements

Processor : Intel Core Duo 2.0 GHz or more
RAM : 1 GB or More
Harddisk : 80GB or more
Monitor : 15” CRT, or LCD monitor
Keyboard : Normal or Multimedia
Mouse : Compatible mouse
4.4.2 Software Requirements

Front End : Visual Basic 2006 Express edition

Microsoft SDK 3.0

Or

Visual Basic 2006 Express edition

With Speech recognition component

Back End : With Ms Access 2003

Operation System : Windows 7 and above

4.4.3 People

The people required to use this software or website are those who have a basic
understanding of computing. That is, computer literacy is a criteria for using this
software.

4.5 IMPLEMENTATION DETAILS

4.5.1 Coding

This is the main program from the current or new system design; see Appendix for
the source code.

4.5.2 System Testing

There is need to ensure that the individual website have been correctly written and
that the system will be error-free during execution. This is achieved by provision
of test data for program testing and procedure testing.

The general testing includes:

1. UNIT TESTING

This involves breaking down the program into its individual units and
testing it to see if units functions as intended. The various subroutines and
modules that are involved in writing the program individually tested and
correction made as well.

2. INTEGRATION TESTING:

This is the second step that is involved in testing the program. It involves
bringing together the various individual modules involved in the program
and testing them to see how well they interact with one another in terms of
data transfers and processing. This involves testing the program as to see if it
functions in order.

3. VALIDATON TESTING:

In this case, the testing attention is one the program as a whole and it is
tested, according to the specification of the program so given. The original
uses date in years, which are introduced into the program and their result is
examined to see if the system is working properly.

Generally, the test data for the program testing is designed into ensure that all parts
of the system are put together as expected. It involves the clerical procedures such
as input, processing and output. Also under security at this state is the expected
volume of data efficiently.

4.5.3 Training and Re-Training of Staff

The training of staff use the proposed new system effectively solely depends on the
quality of staff available and the skills they already had. This is necessary to ensure
that all persons involved in the implementation of the new system are capable of
making it operationally successful. This can be advanced through, handbooks
developed from the system specification, course full-time or part time often
number by the computer manufacturer and lecturer.

4.5.4 File Conversion

This involves the conversion of old file into the form required by the new system
since the overall objectives of the system implementation is to ensure more and
orderly change over from the old to the new system.

4.5.5 Changeover Procedure

There are two method of changing over of new system they are:

i) Parallel change over techniques

ii) Direct change over techniques.
In the parallel technique, the old and new system runs concurrently utilizing the
same inputs. The outputs are correlated for the purpose of resolving any
differences that is noticed unit the system attains perfection.
In the direct system change over techniques, the old system is discontinued
summarily while the new system is made operational immediately. The parallel
change over technique is chosen, for this project, as a changeover technique can be
easily assimilated.

4.5.6 User Manuals

Documentation is very important in the development of any software or any

system. This is because documentation makes the system to be open to all users,
and if it is not well documented it becomes difficult in its usage. That is why the
system documentation has to be included in the specification document of the
systems.

In making use of the system, the user who wishes to carry out any operations has to
first boot on the system. And before using the software, he/she has to make sure
that Wamp server is installed in the system. Then

1. Insert the CD containing the software and then.

2. Install the software,
3. Go to start button below on the desktop,
4. Go to all programs and then click on text-to-speech,
5. On clicking this, the software will load.

The software is developed in such a way that anybody, whether with the
knowledge of computer or not, he/she can access it. Meaning that the software is
user friendly and is developed in such an interactive manner that any individual
can use it.
4.5.7 Maintenance Details

The system and application installed cannot function effectively forever without
maintenance and update. This is to say in effect that the system from time to time
needs proper maintenance such as cleaning up the different parts and removing
away dust particles, changing old and worn out components of the system.
Software maintenance and update is not left out as IDE all known that things
change innovations; such becomes imperative that the software needs updating so
as to accommodate innovation. This can easily be updated by the programmer
(researcher) periodically for the following reasons:

1. To deal with unforeseen problem ensuring in operation, example program

may need to be modified to deal with unforeseen circumstance.
2. To confirm that the planned objective are being met and to take action if
they are not
3. To ensure that the system is able with the changing requirements of
business.
4. To confirm the realization of the set objective as a guide to future system
analysis and design assignments. Exercise that needs to be carried upon
the system always fro effective and accurate output.
CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY
A Text-to-speech application is a synthesizer software that converts text into
spoken word, by analyzing and processing the text using Natural Language
Processing (NLP) and then using Digital Signal Processing (DSP) technology to
convert this processed text into synthesized speech representation of the text. The
vision impaired students makes a lot of mistake during typing because they just
assume whatever there are typing is right, this lead to the development of Text-To-
Speech application. Here, we developed a useful text-to-speech synthesizer in the
form of a simple application that converts inputted text into synthesized speech and
reads out to the user which can then be saved as an mp3.file. Observation and
interview were deployed to gather information used in developing this material.
The development of a text to speech synthesizer will be of great help to people
with visual impairment and make making through large volume of text easier.

5.2 CONCLUSION

Speech synthesis has long been a vital assistive technology tool and its application
in this area is significant and widespread. It allows environmental barriers to be
removed for people with a wide range of disabilities. The longest application has
been in the use of screen readers for people with visual impairment, but text-to-
speech systems are now commonly used by people with dyslexia and other reading
difficulties as well as by pre-literate children. They are also frequently employed to
aid those with severe speech impairment usually through a dedicated voice output
communication aid. In recent years, Text to Speech for disability and handicapped
communication aids has become widely deployed in Mass Transit. Text to Speech
is also finding new applications outside the disability market. For example, speech
synthesis, combined with speech recognition, allows for interaction with mobile
devices via natural language processing interfaces
5.3 RECOMMENDATIONS

This software is recommended to all visually impaired students who are computer
literate and they are adviced to use this software, so that they can correct their
typing work without the help of any body. We therefore simply recommend the
implementation of the project work for institution that are teaching blind people to
make use of this Text – to – Speech application for the benefit for their students.
Finally, we recommend this project to the government to create awareness for this
project so that the blind people will the know that this kind of application is
existing.
REFERENCES

Allen, J., M.S. Hunnicutt, and D.H. Klatt, From Text to Speech: the MITalk
System, 2007, Cambridge, UK, University Press.

Bender, O., S. Hasan, D. Vilar, R. Zens, & H. Ney. (2005). Comparison of

generation strategies for interactive machine translation. In Proceedings of
the 10th Annual Conference of the European Association for Machine
Translation (EAMT05), pages 33–40, Budapest

Casacuberta, F., Vidal, e. (2007). Learning finite-state models for machine

translation. Machine Learning, 66(1):69–91.

Rubin, P., Baer, T., Mermelstein, P. (1981). "An articulatory synthesizer for
perceptual research". Journal of the Acoustical Society of America 70 (2):
321–328.

Tom ́ as, J. & Casacuberta, F. (2006). Statistical phrase-based models for

interactive computer-assisted translation. In Proceedings of the 44th Annual
Meeting of the Association for Computational Linguistics and 21th
International Conference on Computational Linguistics (COLING/ACL 06),
pages 835–841, Sydney.

Titov I., McDonald R. (2008). A Joint Model of Text and Aspect Ratings for
Sentiment Summarization. ACL-2008
Wiebe, J. & Wilson, T. (2002). Learning to Disambiguate Potentially Subjective
Expressions. CoNLL-2002.

Van Santen, Jan P. H.; Sproat, Richard W.; Olive, Joseph P.; Hirschberg, Julia
(1997). Progress in Speech Synthesis. Springer. ISBN 0-387-94701-9.

Van Santen, J. (1994). "Assignment of segmental duration in text-to-speech

synthesis". Computer Speech & Language 8 (2): 95–128.
doi:10.1006/csla.1994.1005.

APPENDIX I

(FLOWCHART)

System Flowchart

file (disk)
Keying
of data
(Keyboar
d)

Processing
of data (CPU)

Display
inputs from
keyboard Sending output to
(VDU) speakers
Program Flowchart

START

DISPLAY TITLE OF
PROJECT

LOAD CONTINUE

No Yes DISPLA
IS LOAD Y
CONTINUE? MAIN
MENU

STOP
 WELCOME SCREEN FLOWCHART
START

INPUT DATA

CONVERT TEXT TO
SPEECH

No Yes END
SEND RECORD TO
IS END OF
Convert Text to Speech Flowchart SUB
THE SPEAKER
FILE?

STOP
STOP